Unit3 Lesson 4 Reading for writing课件2026-2027学年外研版英语七年级上册

As the fourth period of Unit 3 “Family ties”, Lesson 4 Reading for writing focuses on reading sample personal stories and developing students’ narrative writing skills about family memories. Its main objectives are to help students analyse the structure of a personal narrative text, learn topic‑related vocabulary and sentence patterns, and compose a short article describing one unforgettable family memory. This lesson connects previous input from reading and grammar lessons and shifts the learning focus toward independent written output. At the opening part, students review themes covered in earlier classes: family bonds, silent parental love and daily family experiences. Warm‑up questions invite learners to think about their own precious family moments. These moments can be happy festivals, simple daily chats, or even small conflicts that end with better mutual understanding. Before reading the model text, teachers guide students to predict what parts a good personal story should contain. Generally, a complete narrative includes background information such as time and place, main characters, clear event process, detailed descriptions and the writer’s true inner feelings. The sample reading material is a short personal narrative about a warm family experience. While reading, students identify the basic structure. The opening sets the scene and introduces when the story took place and who took part in it. The body part describes what happened step by step with specific details. Details may include people’s actions, short conversations and small environmental descriptions, which make the story lively and believable. The closing paragraph talks about what the writer learned and how this experience shaped his or her feelings toward family. During text analysis, students underline useful expressions they can borrow for their own writing. Many phrases studied in Lesson 1 and Lesson 2 reappear here, such as possessive noun forms and collocations about care and memory. Students also learn writing tips: using specific small events instead of general empty statements makes writing more touching. For example, instead of simply saying “I love my family”, writers can describe one small activity to show family affection. After text comprehension, learners go through writing preparation. Brainstorming activities help them choose their own story material. They fill in simple planning notes: when did the event happen? Who were the people involved? What exactly happened? What did they see, hear or feel? This planning step prevents students from writing disorganised passages. Teachers also remind learners to correctly use possessive nouns reviewed in Grammar class, to show family relationships clearly in their drafts. Then students start drafting their short compositions. The expected output is a short personal essay about an unforgettable family memory. After drafting, peer‑revision is carried out. Students read their partners’ writing and check three points: whether the story has clear time and character information, whether key event details are complete, and whether possessive noun forms are used correctly. They mark good sentences and point out places for improvement. In the final stage, students revise their own articles according to feedback. All in all, this reading‑for‑writing lesson achieves the transition from language input to output. Students do not merely read other people’s family stories. They learn practical narrative writing skills and get chances to reflect on their own family life. By putting true personal feelings into written English, they deepen their understanding of how powerful small family moments can be. Unit 3 Family ties Reading for writing Look and Say Look at the three pictures and describe them. Use the words and expressions to help you. family smile close to love enjoy important The girl in yellow is standing close to the girl in red, wanting to help her. The boys are having a football game. It's important for them to cooperate with each other well. In the pictures, the kids are doing things together. They all enjoy the time they spend together. What’s this? trailer [ˈtreɪlər] A trailer is connected to a bike. Pre-reading Look at the pictures. Can you guess what the story is about? Complete the notes with the words and expressions from the story. Who is in the story? John and Robert Taylor. They are brothers and are always 1.__________each other. close to What happened? At first Robert cannot move at all. He often feels 2.________. Then John put Robert in a trailer and 3._________it along with his bike. For the 4._________time, Robert felt like the other kids. Now They often take part in bike races. They enjoy 5._________ together. lonely pulled first the time Answer the questions. 1.What does “They” refer to in “They didn't win”? 2. What does “it” refer to in “He put Robert in a trailer and pulled it along with his bike”? John and Robert Taylor. The trailer. 3. What's the meaning of “powers” in the last paragraph? It means to give strength or energy to something(为……提供动力). In this passage, the love between John and Robert makes them ride the bike with a lot of strength and energy. Reading a story is like climbing a mountain. Beginning Climax Ending Rising action Falling action Tip: Story mountains are useful tools when reading a story. They help us have a clear understanding of the passage. In what order is the story written? It is written in flashback(倒叙). The story is narrated from the end. 1.What really matters for the Taylor brothers? Think and Share For the Taylor brothers, what really matters is being together and showing love and support for each other. Learn to read between lines. Sometimes the writer doesn't state the point directly. They use some details to show their idea. 2.Do you think the Taylor brothers win? Why or why not? The Taylor brothers show us that love and having fun together are sometimes more important than winning the race. They teach us that winning can be about the love and support we give and get, not just the race's result. When did your family members support each other? Think of a moment. Think and Say when someone is sick have problems doing homework doing chores Who were the family members? What happened? What do you think of the family members? At first Then At last Complete the table. Who were the family members? What happened? At first Then At last What do you think of the family members? Now write your paragraph with the help of the table. 1 Step 1 Step 2 Who were the family members? What happened? Step 3 What do you think of the family members? $